Stem Montessori Nursery

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Staff ensure that children's voices are heard in this setting. The environment and routines are flexible, which allows children to make choices about what they wish to do. There is also a 'children's council' which enables children to make decisions about new resources or their teatime menu.

This helps children to build their self-worth. In general, children are happy and settled. Staff recognise where children need more support to join in and invite them to play.

They have high expectations for children's behaviour and teach them to be kind and helpful towards others. Staff closely supervise children and teach them ab...out potential risks, such as when using the large climbing equipment. This supports children's understanding of how to stay safe.

Leaders and staff implement an ambitious curriculum for all children. This is filled with exciting and enriching experiences, to prepare them for later learning and life. For example, there is a strong focus on helping children to understand how everyday technology works.

Children learn about different forms of energy. They enjoy simple experiments, such as creating an electrical circuit to light a bulb or spin a propeller. This helps to ignite their curiosity and love of learning.

Older children demonstrate an in-depth understanding of the world around them, as they discuss the names, habits and habitats of various animals.

What does the early years setting do well and what does it need to do better?

Leaders are passionate about providing all children with a positive start to their education. They lead an enthusiastic and well-qualified team, who report feeling supported and valued.

Staff access ongoing professional development, to consistently enhance their teaching and maintain the high quality of practice. For example, they describe how training helps them to continually enrich children's learning outdoors.Staff monitor children's progress and quickly identify any gaps in their learning.

Children with special educational needs and/or disabilities are well supported by staff, who work closely with parents and external professionals. Leaders use additional funding effectively to foster children's individual needs. This ensures all children make good progress from their starting points.

Overall, teaching is of a high quality. Staff skilfully respond to children's emerging interests, which promotes children's positive attitudes to learning. However, staff do not always consider children's individual abilities during planned group activities.

Therefore, some children lose interest and do not benefit as much as possible from the learning opportunities.Staff promote children's language skills well. They incorporate conversations, songs and stories throughout the day, to support children's speaking and listening.

Staff choose books carefully and even create their own stories, to link in with children's learning. This helps children to acquire a broad range of words. They become confident and effective communicators.

Staff encourage children to talk about their feelings, using stories and 'colour monsters', which represent different emotions. They support children to communicate when they do not like something and offer comfort if they become upset. However, children's key persons are not always available to attend to them when needed, which impacts on some children's abilities to form the strongest attachments.

Mealtimes are wonderful social occasions, when staff and children clearly enjoy each other's company. Staff initiate lively conversations, which encourage children to reflect on their learning. They discuss how the food they eat affects their bodies, to help children appreciate the healthy meals provided.

Children also build on their independence, as they learn to lay the tables, serve their food and tidy up afterwards.Children benefit from time spent outdoors in the extensive garden. They have plenty of fresh air and exercise, which enhances their physical health and well-being.

Staff make good use of the outdoor play spaces to build on children's understanding of nature, such as through 'forest-school' activities. Children learn about the world first hand, as they explore natural materials, such as soil, leaves and water.Parents were eager to share their views on the setting.

They feel reassured that children are greeted daily by 'familiar and trusted faces'. Parents report that they receive excellent feedback on their children's time in the setting and lots of tips to continue their learning at home. They describe the positive impact of the curriculum on their children's development, such as their increased confidence, language and social skills.

Safeguarding

The arrangements for safeguarding are effective.There is an open and positive culture around safeguarding that puts children's interests first.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: help staff to develop the planning and implementation of some group activities, to further support children's engagement in learning review and improve the arrangements for key persons, so they are consistently on hand to help children settle and build secure relationships with them.